This study examined opinions about some theoretical and practical tenets of bilingualism and bilingual education, as well as about the instructional use of English language learners' (ELLs) native languages in the classroom, of 77 teachers from Spain working in California as part of the California/Spain Visiting Teachers Program. In their…

Two-way bilingual immersion programs are noteworthy within the context of US public education because, in them, the children of immigrants are essential assets. Language-minority and English-speaking pupils are grouped together, starting in kindergarten or earlier and extending at least through grade five, with a goal of bilingual proficiency and…

In this article, I examine the implications of additive and subtractive conceptions for the education of English language learner (ELL) students. To understand how competing theories regarding the education of ELL students materialize into action, I examine select findings from one district's implementation of Proposition 227. Focusing on the…

Interviews with 32 teachers in 8 California school districts examined how teachers responded to Proposition 227. Three teacher reactions were identified: outward defiance, clarification of pedagogical purpose, and anxiety in the face of change. Key factors in these reactions were teacher ideology and experiences and the course of implementation…

Examined how teachers were impacted by California's Proposition 227, highlighting changes in teaching styles and beliefs about the proposition and its effectiveness. Teachers had to change their teaching strategies to accommodate the new curriculum. They were not sufficiently trained for immediate implementation of English-only education. Teaching…

Interviews with 77 California teachers who either continued teaching bilingual education, switched to English immersion, or continued teaching English immersion sought their perspectives on impacts of Proposition 227 to the teaching profession, instructional practices, students, school culture, and teacher relationships. Implementation of…

This collection of papers by ethnic scholars highlights the complex struggle for equality and power. It begins with a series foreword, "Beyond Psychologizing Multiculturalism" (Donaldo Macedo), and an introduction, "Democracy Sabotaged by Democracy: Immigration under Neoliberalism" (Peter McLaren). The 14 papers are: (1)…

This case study of reading activity in third-grade bilingual classrooms at a state-sanctioned "successful" school examines the influences of the California accountability framework--Proposition 227, No Child Left Behind, and the federal Reading First program--on shifting beliefs and practices around what "counts" as reading.…

Describes the experiences of 20 Hispanic bilingual teachers in California following passage of Proposition 227. Teachers reported that Proposition 227 had created chaos, confusion, and academic setbacks for students and had intensified animosity between bilingual and nonbilingual advocates. Teachers exhibited resistance to the new measures. They…

This book discusses the debate over the English-only movement, examining how it affects teachers and students and highlighting one California district's experience with changes brought about by Proposition 227. Chapter 1, "Introduction," reviews the issue. Chapter 2, "Teachers' Place in the Local Enactment of Language Policy,"…

In 1998, California passed Proposition 227, which severely restricted the use of primary language for instructing English learners, calling for a 1-year transitional program of structured English immersion. Researchers examined the effects of Proposition 227 in districts and schools statewide during the first year of implementation. Data from…

Reactions of 30 bilingual teachers and 20 administrators to implementation of Proposition 227 match those of educators throughout California. Teachers worry about the erosion of primary language programs, the imposition of English-only standardized testing, and the lack of clear leadership on policy implementation. Administrator concerns include…

Interviews with parents, teachers, and administrators of a California Bay Area elementary school explored the impact of Proposition 227 on parent involvement, student achievement, classroom instruction, and student and teacher emotions. Data indicate that an overemphasis on language of instruction overshadowed other critical issues such as…

Describes dual language instruction models, and presents a paradigm for examining congruence among theoretical models, teacher beliefs, and actual classroom practices to determine program effectiveness. Examples illustrate implementation pitfalls. Analysis of Proposition 227 finds it to be a decontextualized procedural model; it has an incoherent…

Interviews and observations of a first-grade mathematics class to determine the influence of Proposition 227 on limited-English-speaking students found that many initial fears about Proposition 227 were unfounded; student ability to cope was underestimated; teacher knowledge of Spanish and Latino culture was critical; and students' limited English…